multigenre

Exploring the Past through Multigenre Writing By Sirpa T. Grierson with Amy Anson and Jacoy Baird From: Language Arts, Vol. 80 No. 1 September 2002

//“Research comes alive when students explore a range of alternative genres instead of writing the traditional research report.”// Amy Anson and Jacoy Baird, 6th grade English teachers, decided to pilot a new writing project to accompany their unit on The //Devil’s Arithmetic// in order to enable students to gain a deeper understanding of not only the theme of the book, but also their awareness of how various genres relate to specific situations. //The Devil’s Arithmetic//, by Jane Yolen, is a novel about remembering and honoring our past. Amy and Jacoy used this theme to inspire students to explore their own memories and heritage while using multigenre writing.
 * The Vision**

This type of writing has many documented success stories with high school and college classes; however, little information exists on the use of multigenre writing with younger writers. Amy and Jacoy questioned if sixth grade students were capable of working with a variety of genres. “Multigenre projects are organized around a series of writing that blend genres and alternative styles (Romano, 2000) into an artifact that is multilayered and often multidimensional, yet bound with a common theme (Grierson, 1999)” (p. 52). For example, one student chose to research farming in Idaho. As she researched and refined her topic, she found a voice for her paper in an imaginary farmer from the Great Depression. Her theme was hardship and all of her writings fit that theme. The genres she used—journal entries, letters, shopping lists, government eviction notice—presented a picture of his life. The student wrote with a carpenter’s pencil on paper scraps, such as old almanac papers, packing slips, and brown paper bags. She bound her writings with twine between two old shingles.
 * Research Base for Multigenre Writing**

To introduce the multigenre project and to build anticipation, Amy and Jacoy kept “mystery boxes” on display in their classroom for several days. Students tried to guess what was inside. Inside, each box contained a sample project. The teachers explained that this project would allow them to discover, research, and write about a personal ancestor whom they felt should be remembered and honored. Students began by visiting with family members about their histories. Amy and Jacoy wanted their students to be curious about the past and have passion for their subjects. Amy and Jacoy introduced other possibilities (family charts, old journals, distant relatives, etc.) for research besides the internet and encyclopedias. They also taught several mini-lessons on notetaking and bibliography preparation. Students also completed a KWHL graphic organizer on that person.
 * Uncharted Territory**

Amy and Jacoy developed checkpoints along the way to help students. These included:
 * Creativity and Order: Finding a Balance**
 * Fact Sheet—list of basic questions students need to answer about their ancestor
 * Rationale Card—record name of genre, why the student chose to write in that genre, and the source of information
 * Bibliography—use at least three sources
 * Basic schedule
 * Rubric—graded on rationale, following directions, overall neatness, spelling and mechanics, authenticity to time, uniqueness and depth of information, appropriate choice of genre for information presented
 * Student planning guide—after researching, students wrote down genres chosen to illustrate the stories of the ancestor’s life (minimum—four short genres, two longer genres, and two alternative or art responses)

Most students collected facts, but it is not until students begin to write that the facts from viewpoints come alive Amy and Jacoy found that many students just chose a genre and started writing with little thought as to why. Minilessons were created to help students learn how to pick a genre for specific information. The genres should depict different aspects of the ancestors life. Mini-lessons were used to teach the whole class about genres and how to use them and one-on-one conferencing occurred during writing time. Amy and Jacoy taught students how to read different types of text, take notes, and organize information.
 * Putting Meat on “Them Bones”**

On the due-date, many students brought their projects in authentic ways—suitcases, doll case, trunk, a time capsule, etc. Students, overall, had positive words to say about this project—Amy and Jacoy were excited. The positive effects of multigenre writing came from less-motivated students too. Also, the project seemed to intrigue the “difficult” students. Some students did comment that is was “too much work” and “a waste of time.” Amy and Jacoy are concerned about finding ways to reach the reluctant writers.
 * A Time for Celebration**

//“Multigenre writing helped most of their students grow as researchers, thinkers, and writers while they developed fundamental understanding of the different purposes for which text can be used.”//

Amy and Jacoy intend to adapt the project as they continue to learn more about multigenre writing. They want to tie it more into the novel by showing students how different scenes naturally lead into a particular genre, such as journal entry or a telegram. Amy and Jacoy believe that this type of writing creates enthusiasm and energy for writing among students like nothing else.
 * Leaping Past Boundaries**

Example from the internet: